ISE performance band descriptors Controlled Written examination component

Task fulfilment Accuracy and range

A Excellent execution of the task. A very positive effect on the

reader. • Full understanding of any source material demonstrated. • All requirements of the task completely satisfied with no

omissions or irrelevance. Appropriate expansion of points. • Very clear presentation and logical development of any ideas

and arguments. • Very well-organised into appropriate paragraphs with natural

use of cohesive devices. • Appropriate format, style and register consistently realised.

• Wide range of the grammatical, lexical and functional language items of the level.

• These items are used with a high level of accuracy and appropriacy.

• Any minor errors do not impede understanding.

• Spelling and punctuation are very good.

B

Good execution of the task. A positive effect on the reader. • Good understanding of any source material demonstrated. • The main requirements of the task are generally satisfied with

no omissions, though there may be some irrelevant details. Adequate expansion of points.

• Clear presentation and mostly logical development of any ideas and arguments.

• Good organisation of the text with appropriate paragraphs and adequate use of cohesive devices.

• Appropriate format, style and register generally realised.

• Good coverage of the grammatical, lexical and functional language items of the level.

• These items are used with a good level of accuracy and appropriacy.

• Minor errors do occur, but only occasionally impede understanding.

• Spelling and punctuation are good.

C Satisfactory execution of the task. Desired effect on the reader

mostly achieved.

• Partial understanding of any source material demonstrated, although minimal lifting may be evident.

• Main points covered, though there may be some minor omissions or irrelevant details. There may be little expansion.

• Any ideas and arguments are comprehensible, but may not follow a logical order.

• Awareness of the need for structure, but may only be partially achieved. There may be limited paragraphing and inconsistent use of cohesive devices.

• Appropriate format, style and register sometimes realised.

• Satisfactory coverage of the grammatical, lexical and functional language items of the level, but range may be restricted.

• These items are used with a satisfactory level of accuracy and appropriacy.

• Errors do occur and sometimes impede understanding.

• Spelling and punctuation are satisfactory.

D Poor execution of the task. Desired effect on the reader not

achieved.

• Limited understanding of any source material demonstrated and considerable lifting may be evident.

• There is some attempt at the task, but there are significant omissions and irrelevant details.

• Any ideas and arguments lack coherency and do not progress logically.

• Poor text organisation may cause the reader some difficulties. • Limited awareness of appropriate format, style and register.

• There is little evidence of the grammatical, lexical and functional language items of the level.

• There may be some control over the accuracy and appropriacy of the use of language below the level.

• When attempting to use the language of the level, errors are frequent and can impede understanding.

• Spelling and punctuation errors may be evident throughout.

E Unsatisfactory execution of the task. A negative effect on the

reader.

• Very little understanding of any source material demonstrated and extensive lifting may be evident.

• Task not addressed or has serious omissions. • Presentation and development of any ideas and arguments are

confused and cause strain for the reader.

• Lack of text organisation causes the reader extreme difficulties.

• No sign of awareness of appropriate format, style and register.

• A highly-restricted range of the grammatical, lexical and functional language items of the level.

• There is a lack of control over the accuracy and appropriacy of the use of language of and/or below the level.

• Errors are highly evident, intrusive and impede understanding.

• Lack of control over spelling and punctuation.

U You strongly suspect malpractice in the examination. For example, this could be due to copying another’s work

or cheating by using unauthorised aids such as dictionaries. N The task has not been attempted. The candidate has not written anything.